Respon Estetik Siswa terhadap Isu Ekologis dalam Karya Seni Lukis di SMP Negeri 3 Guntur Demak Kabupaten Demak
DOI:
https://doi.org/10.29408/jhm.v12i3.36359Keywords:
aesthetic experience, ecological awareness, eco-art education, aesthetic response, paintingAbstract
Art education has primarily emphasized the development of artistic skills, while students' ecological experiences have not been fully utilized as meaningful learning resources for fostering aesthetic experiences and ecological awareness. This study aims to analyze students' aesthetic responses to ecological issues, describe their aesthetic experiences throughout the painting process, and explore the ecological values emerging in art learning. A qualitative phenomenological approach was employed at SMP Negeri 3 Guntur, Demak Regency. The participants consisted of 12 eighth-grade students and one art teacher selected through purposive sampling. Data were collected through observations, interviews, documentation, and analyses of students' paintings, and were analyzed using phenomenological analysis with source and technique triangulation to ensure trustworthiness. The findings revealed three major themes: the transformation of ecological experiences into visual ideas, the development of aesthetic experiences during the creative process, and the internalization of ecological values through artistic expression. Students' experiences of recurrent flooding evoked emotional, cognitive, and imaginative responses, which were reflected in their artworks and reinforced values of environmental care, ecological responsibility, sustainability, and critical ecological awareness. The findings demonstrate that aesthetic responses function as a mechanism for transforming local ecological experiences into reflective and meaningful learning experiences. The novelty of this study lies in conceptualizing the relationship between local ecological experiences, aesthetic experiences, and the development of ecological awareness through students' paintings, thereby extending the discourse on eco-art education within the context of phenomenology-based art education.
References
Aktaş, M., B., Omwami, A., Seitamaa-Hakkarainen, P., & Mäkelä, M. (2023). Obstacles, solutions and creative agencies: How forces and agencies shape the learning process of weaving. The Design Journal, 27(2), 153–173. https://doi.org/10.1080/14606925.2023.2280341.
Ariningsih, K. A., Lasiyo, & Ariani, I. (2025). Ecological wisdom of Wayang Kamasan: A thought for climate change education. International Journal of Education & the Arts, 26(8), 1-19. https://doi.org/10.26209/ijea26n8.
Bertling, G., J., Moore, & C., T. (2022). Educational approaches within US art teacher education: The status of ecological and environmental education. International Journal of Education Through Art, 18(3), 359–376. https://doi.org/10.1386/eta_00106_1.
Christiani, Y., Miranda, R., & Prasetyo, H. (2025). Studi fenomenologi pengalaman guru dalam mengintegrasikan teknologi digital pada pembelajaran seni rupa di sekolah menengah Sumatera Selatan. Serupa: The Journal of Art Education, 14(1), 56-65. https://doi.org/10.24036/stjae.v14i1.135742.
Creswell, J. W., & Creswell, J. D. (2023). Research design: qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
D’Olimpio, & L. (2022). Defending aesthetic education. British Journal of Educational Studies. British Journal of Educational Studies, 70(3), 263–279. https://doi.org/10.1080/00071005.2021.1997535.
Damanik, R., E. A., Jannah, G., F., Syakira, A., Nugraha, G., B., Wicaksana, A., & Amalia, R. (2025). Student experiences in art learning based on creative pedagogy: Pengalaman mahasiswa dalam seni rupa berbasis pedagogi kreatif. Sungging: Journal of Innovative, Cultural, Transdisciplinary Art and Kriya Discourse, 4(1), 99–122. https://doi.org/10.21831/sungging.v4i1.87476.
Dorin, D., Arne, D., Laura, L., Petra, V., & Lervåg, M. M. (2021). The development of reading comprehension of early readers: Evidence from an orthographically transparent language. Reading and Writing, 34(6), 1491–1512. https://doi.org/10.1007/s11145-020-10107-4.
Farinacci, V., & Prestianni, C. (2022). Art as experience by John Dewey and the Reggio Emilia approach: Philosophical and pedagogical perspectives in comparison. Ricerche Di Pedagogia e Didattica, 17(3), 105–128. https://doi.org/10.6092/issn.1970-2221/14919.
Fiore, A. (2023). Dewey on familiarity in education, aesthetics, and art. Educational Theory, 73(6), 822–832. https://doi.org/10.1111/edth.12606.
Gillon, G., Mcneill, B., Scott, A., Gath, M., Macfarlane, A., & Taleni, T. (2020). Large scale implementation of e ective early literacy instruction. Frontiers in Education, 9, 1354182. https://doi.org/10.3389/feduc.2024.1354182.
Hall, E., & Turner, C. (2021). Aesthoecology and its implications for art and design education: Examining the foundations. International Journal of Art & Design Education, 40(4), 761–772. https://doi.org/10.1111/jade.12387.
Ibáñez, M., & M, A. (2024). Spaces for aesthetic creation and experimentation in art education. International Journal of Education & the Arts, 25(6), 1-22. https://doi.org/10.26209/ijea25n6.
Ison, M., Bramwell-Lalor, & S. (2023). The arts in environmental education: Connecting learners with their talents and nature. Environmental Education Research, 29(7), 964–979. https://doi.org/10.1080/13504622.2023.2205062.
Karsono, K., Firdani, L., Yahya, A., & Wiranegara, H. I. M. (2024). Fostering environmental awareness through ecological art to enhance creativity in primary school students. Jurnal Fundadikdas (Fundamental Pendidikan Dasar), 7(3), 158–169. https://doi.org/10.12928/fundadikdas.v7i3.12543.
MacGill, B. (2023). Decolonising art and design education through standpoint theory, embodied learning and deep listening. International Journal of Art & Design Education, 42(4), 509–520. https://doi.org/10.1111/jade.12479.
Mamur, N., & Çelik, T. (2025). Ecological art pedagogy: Co-creation for ecological transformation. International Journal of Primary, Elementary and Early Years Education, 53(8), 1321–1338. https://doi.org/10.1080/03004279.2023.2266510.
Musfalri. (2025). Analisis pengajaran mata kuliah eco art terhadap perkembangan teknologi: Studi kasus Institut Seni Indonesia Yogyakarta. Ars: Jurnal Seni Rupa Dan Desain, 29(1), 57-69. https://doi.org/10.24821/ars.v29i1.17633.
Muslim, M., Diningrat, N., R. B. S., & Akmal. (2025). Learning painting based on ecological wisdom: A development research to enhance visual-spatial intelligence of Universitas Negeri Medan students. Gorga: Jurnal Seni Rupa, 14(1), 187–196. https://doi.org/10.24114/gr.v14i1.64292.
Sari, D. P., Hasanah, Daimul, Barriyah, & Qisti, I. (2025). Model Pembelajaran Berbasis STEAM Projek untuk Meningkatkan Kemampuan Berpikir Kritis dan Kreatif Siswa. 17(01), 461–476. https://coba.unimma.ac.id/edukasi/en/article/view/10489.
Sunarto, B., & Yulika, F. (2025). Phenomenological research in art studies: A robust framework for aesthetic inquiry. Harmonia: Journal of Arts Research and Education, 25(2), 379–393. https://doi.org/10.15294/harmonia.v25i2.1398.
Tam, C. O. (2023). Integrating creative thinking skills pedagogies into a higher education visual arts course. International Journal of Art & Design Education, 42(1), 16–32. https://doi.org/10.1111/jade.12452.
Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Wiley.
Tsevreni, & I. (2022). Encounters among environmental education and eco-art in the Anthropocene. International Journal of Art & Design Education, 41(3), 482–495. https://doi.org/10.1111/jade.12417.
Yuliarini, S., & Pamungkas, J. (2025). Nature-based art learning: A strategy to develop aesthetic experience and ecological awareness in children aged 5–6 year. Journal of Educational Sciences, 9(3), 1742–1753. https://doi.org/10.31258/jes.9.3.p.1742-1753.
Zhang, Q. A. (2024). Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning. Educational Philosophy and Theory, 56(6), 557–567. https://doi.org/10.1080/00131857.2023.2261619.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Shella Henry Wijaya, Eko Sugiarto
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All writings in this journal are the full responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed free of charge at no cost, following the creative commons license. Authors who publish articles in the Jurnal Humanitas must comply with the following conditions:
The author retains the copyright and grants the right of first publication with the work licensed simultaneously under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) license, allowing others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors may make additional separate contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to an institution or publishing it in a book), acknowledging its initial publication in this journal.
Authors are permitted and encouraged to post their work online (for example, on institutional repositories or websites) before and during the submission process, resulting in a productive exchange and earlier and more extensive citations of the published work.
All articles in this journal are the sole responsibility of the author. Jurnal Humanitas provides open access to benefit anyone with valuable information and findings. Jurnal Humanitas can be accessed and downloaded for free, following the creative commons license.
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
